eq-ees-teacher-evaluation

Standard 6: Effective Communication
Growth Guide 6.2 – Hattie Research
Quality Indicator 2: Sensitivity to culture, gender, intellectual and physical differences
6E2) The emerging teacher…
Emerging Developing Proficient Distinguished
Is aware of personal bias in regard to differences in culture,
gender, intellectual, and physical ability in classroom and its
impact on student learning.
6D2) The developing teacher also…
Demonstrates and promotes
sensitivity to differences in culture,
gender, intellectual, and physical
ability in classroom communication
and in responses to students'
communications.
6P2) The proficient teacher also…
Helps students to develop a
respect for all through
sensitivity to cultural, gender,
intellectual and physical ability
differences in classroom
communication.
Hattie, John. (2009) Visible Learning: A Synthesis of over 800 meta-analyses relating to Achievement. New York: Routledge.
6S2) The distinguished teacher
also…
Promotes a respect for all and
sensitivity to cultural, gender,
intellectual and physical ability
differences throughout the
school and community.
Score = 0 1 2 3 4 5 6 7
Teacher-Student relationships (.72 effect size)
Interestingly, “when students, parents, teachers and principals were asked about what influences student achievement, all BUT the teachers emphasized the
relationships between the teachers and the students.” “Building relationships implies agency, efficacy, respect by the teacher for what the student brings to the class
(from home, culture, and peers) and recognition of the life of the student.”Facilitate student development by demonstrating that they care for the learning of each as a
person
Remediation Feedback (.65 effect size)
Diagnosing what students find difficult and getting students to fix it; improving performance on an assessment (feed forward)
Home Factors (.57 effect size)
Includes issues such as social class, help with homework, extent to which the learner’s education is thought to be important; includes measures of the socio-psychological
environment and intellectual stimulation in the home. Most highly correlated factors with achievement were maternal involvement, variety and play materials.
Class environment (cohesion) (.53 effect size)
Positive classroom climate; the sense that the teacher and the students are working toward positive learning gains
Parent Involvement (.51 effect size)
Parent aspirations were the most important influence on student achievement whereas external rewards, homework surveillance, negative control and restrictions for
unsatisfactory grades. Overall the higher hopes/expectations of parents the greater the students’ academic achievement
Bilingual programs (.37 effect size)
Two languages are used as a medium of instruction rather than immersion programs where students are instructed in one